During ETL 401, I developed my own understanding of IL. “... an information literate person is someone who can interpret information, use information for their own purpose and apply these skills to new and varied contexts. That level of confidence must be taught, fostered, facilitated and nourished to the point that students leave school firmly fixed in the attitude of lifelong learners- that learning continues even after we’ve left the classroom” (Morris, 2011). TLs are in a unique position to impact on the learning culture of a school. Demonstration of enthusiasm and creating a welcoming environment will be only the first step. The only way to achieve lifelong learning of IL is through collaboration with all levels of staff. There is a tendency to teach IL skills in isolation, each teacher doing their part to teach the process, but to achieve true influence on learning outcomes, collaboration is the key (Gibbs, 2003). I intend to develop an ongoing, professional relationship with principals and administration, as this is crucial to developing a information literate community (Henri, as cited in Gibbs, 2003, p. 5). I will develop a professional learning network with classroom teachers focused on information literacy and technology because professional networks play an important role in improving education outcomes (Schlager, Farooq, Fusco, Schank, & Dwyer, 2009). I will model the sharing of knowledge (ALIA & ASLA, 2004) and develop my own expertise further. Collaboratively working with classroom teachers to determine, support and inform the IL goals will ensure a whole school community approach (ALIA & ASLA, 2004). The added benefit will be the increased use of library services as rapport with staff and students is developed (Gibbs, 2003). This will create and nurture an excellent learning environment for the whole school community and provide explicit teaching of IL skills (ALIA & ASLA). I will need to continuously extend my own information retrieval skills according to national standards (ALIA & ASLA, 2004), particularly in using new technologies. Promoting a transformational approach to IL (Abilock, 2004) will assist students to develop independence in the development of their learning (ALIA & ASLA).
References
Abilock, D. (2004). Information literacy: Building blocks of research: Overview of design, process and outcomes. Retrieved from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html Australian Library and Information Association & Australian School Library Association [ALIA & ASLA]. (2004). Standards of professional excellence for teacher librarians. Retrieved January 6, 2013 from http://www.alia.org.au/policies/teacher-libarian.standards.html Gibbs, R. (2003). Reframing the role of teacher-librarian: The case for collaboration & flexibility. Scan, 22(3), 4-7. Morris, A. (2011). Literacy April 18. In Angie Morris’ blog. Retrieved January 6, 2013 from https://queenangie.wordpress.com/category/etl401-teacher-librarianship/ Schlager, M.S., Farooq, U., Fusco, J., Schank, P. & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86-100.
5.2 Facilitating Information Literacy
During ETL 401, I developed my own understanding of IL.
“... an information literate person is someone who can interpret information, use information for their own purpose and apply these skills to new and varied contexts. That level of confidence must be taught, fostered, facilitated and nourished to the point that students leave school firmly fixed in the attitude of lifelong learners- that learning continues even after we’ve left the classroom” (Morris, 2011).
TLs are in a unique position to impact on the learning culture of a school. Demonstration of enthusiasm and creating a welcoming environment will be only the first step.
The only way to achieve lifelong learning of IL is through collaboration with all levels of staff. There is a tendency to teach IL skills in isolation, each teacher doing their part to teach the process, but to achieve true influence on learning outcomes, collaboration is the key (Gibbs, 2003). I intend to develop an ongoing, professional relationship with principals and administration, as this is crucial to developing a information literate community (Henri, as cited in Gibbs, 2003, p. 5).
I will develop a professional learning network with classroom teachers focused on information literacy and technology because professional networks play an important role in improving education outcomes (Schlager, Farooq, Fusco, Schank, & Dwyer, 2009). I will model the sharing of knowledge (ALIA & ASLA, 2004) and develop my own expertise further.
Collaboratively working with classroom teachers to determine, support and inform the IL goals will ensure a whole school community approach (ALIA & ASLA, 2004). The added benefit will be the increased use of library services as rapport with staff and students is developed (Gibbs, 2003). This will create and nurture an excellent learning environment for the whole school community and provide explicit teaching of IL skills (ALIA & ASLA).
I will need to continuously extend my own information retrieval skills according to national standards (ALIA & ASLA, 2004), particularly in using new technologies. Promoting a transformational approach to IL (Abilock, 2004) will assist students to develop independence in the development of their learning (ALIA & ASLA).
References
Abilock, D. (2004). Information literacy: Building blocks of research: Overview of design, process and outcomes. Retrieved from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.htmlAustralian Library and Information Association & Australian School Library Association [ALIA & ASLA]. (2004). Standards of professional excellence for teacher librarians. Retrieved January 6, 2013 from http://www.alia.org.au/policies/teacher-libarian.standards.html
Gibbs, R. (2003). Reframing the role of teacher-librarian: The case for collaboration & flexibility. Scan, 22(3), 4-7.
Morris, A. (2011). Literacy April 18. In Angie Morris’ blog. Retrieved January 6, 2013 from https://queenangie.wordpress.com/category/etl401-teacher-librarianship/
Schlager, M.S., Farooq, U., Fusco, J., Schank, P. & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86-100.
Table of contents
5.1 My Role as a Future Teacher Librarian
5.3 Managing a Collection